The main idea behind learning objects is that they are to exist as digital resources separated from the learning task in which they are used. This allows a learning object to be reused with different learning tasks. However, not all learning objects operate in similar ways, neither are all learning tasks the same, and this exposes the problem that current recommendations from literature fail to link learning objects and their reuse in varied learning tasks. In this chapter, we explore definitions of learning objects and learning tasks. We also suggest that appropriate matches would lead to more effective pedagogical applications that can be used as set of recommendations for designers of learning objects and teachers who plan learning tasks and select learning objects for student learning activities. In addition, we discuss applications of learning objects delivered by emerging technologies which may change how digital resources are accessed and used by students in and out of classrooms.
|Title of host publication||Handbook of research on learning design and learning objects|
|Subtitle of host publication||issues, applications and technologies|
|Editors||Lori Lockyer, Sue Bennett, Shirley Agostinho, Barry Harper|
|Place of Publication||Hershey, PA|
|Publisher||Information Science Reference|
|Publication status||Published - 2008|
Churchill, D., & Hedberg, J. G. (2008). Learning objects, learning tasks, and handhelds. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of research on learning design and learning objects: issues, applications and technologies (Vol. 2, pp. 451-469). Hershey, PA: Information Science Reference.